undergraduate student handbook 2020/21...4 1 welcome to iatl were pleased you [ve chosen to study...
TRANSCRIPT
UNDERGRADUATE STUDENT HANDBOOK
2020/21
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Contents
1 Welcome to IATL .................................................................................................................................. 4
2 What is Interdisciplinary learning? ...................................................................................................... 4
3 Why take an Interdisciplinary module? ............................................................................................... 4
4 What does Interdisciplinarity mean? ................................................................................................... 5
5 SEMINAR TIMES and LOCATIONS 2020/21 .......................................................................................... 7
6 Attendance ........................................................................................................................................... 8
6.1 Absence from Seminar Policy ...................................................................................................... 8
6.2 Reading Week .............................................................................................................................. 8
7 Assessment .......................................................................................................................................... 9
7.1 IATL Assessment Strategy ............................................................................................................ 9
7.2 Examinations .............................................................................................................................. 10
7.3 Examination Feedback ............................................................................................................... 10
7.4 Essays ......................................................................................................................................... 10
7.5 Style and Presentation Guidelines ............................................................................................. 10
7.6 Bibliography, Footnotes and Endnotes ...................................................................................... 11
7.7 Portfolios .................................................................................................................................... 11
7.8 Reflective Journals ..................................................................................................................... 11
7.9 Word Limits ................................................................................................................................ 12
8 Submission ......................................................................................................................................... 13
9 Extensions .......................................................................................................................................... 13
10 Return of Assessed work ................................................................................................................ 13
11 IATL Feedback Strategy .................................................................................................................. 14
12 Briefing Note for Students on the 20 Point Marking Scale ............................................................ 15
13 CATS Points .................................................................................................................................... 16
14 Mitigating Circumstances .............................................................................................................. 16
15 Cheating ......................................................................................................................................... 17
16 Plagiarism ....................................................................................................................................... 17
17 Health and Safety Policy ................................................................................................................ 18
17.1 Fire Evacuation ........................................................................................................................... 18
17.2 First Aid ...................................................................................................................................... 18
17.3 Security ...................................................................................................................................... 18
18 Sexual and Racial Harassment ....................................................................................................... 18
19 Equality .......................................................................................................................................... 19
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20 Other Policies and Regulations ...................................................................................................... 19
Appendix 1 ................................................................................................................................................... 2
Appendix 2 ................................................................................................................................................... 3
Appendix 3 ................................................................................................................................................... 4
IATL Research Ethics Sub-Committee ...................................................................................................... 4
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1 Welcome to IATL
We’re pleased you’ve chosen to study with IATL. This handbook aims to offer guidance, advice and policy
to students working on IATL modules in terms of assessment, attendance, and the relationship of the
work students do with us to their home Department.
IATL hosts a number of cross-faculty modules. Second, third and fourth-year undergraduates from across
the University faculties are able to work together on one or more of IATL's interdisciplinary modules.
These modules are designed to help you grasp abstract and complex ideas from a range of subjects, to
synthesise these into a rounded intellectual and creative response, to understand the symbiotic potential
of traditionally distinct disciplines, and to stimulate collaboration through group work and embodied
learning.
2 What is Interdisciplinary learning?
“When intellectuality is premised on rediscovery and rethinking, resocialisation and reintellectualisation,
interdisciplinarity becomes not just a way of doing things but a new way of knowing”
Klein, J. T. (1996) Crossing Boundaries: Knowledge, Disciplinarities and Interdisciplinarities. London:
University Press of Virginia. P15
Interdisciplinary study will benefit you in your time at Warwick and beyond by broadening your
educational horizons, encouraging you to step outside of your comfort zone, and supporting you in
working with students and staff from disciplines other than your own.
3 Why take an Interdisciplinary module?
Excitement: Many academics and administrators in universities see interdisciplinarity as the future.
Single disciplinary knowledge is a necessary but no longer sufficient means of addressing the major issues
that confront what is an increasingly globalised world, the complexities of which militate against a single
angle or focus. Each of IATL’s module tutors is invested in this idea, and committed to the idea of problem-
based learning.
“I have really enjoyed the module! It was great learning about something that was so different to my
course, and something I am really interested in. I feel like our group worked through a lot of interesting
topics and came up with some great points that I will be able to use in my future learning.”
Enrichment: Which tools do we need to reinvent education or apply our imaginations to the challenges
that face us? Can we ever obtain freedom of expression? How do we maintain wellbeing in a modern
westernised society? What are the ethical, social and political implications of scientific developments in
the field of genetics? How can you apply the theoretical knowledge from your degree to practical, real
world problems in communities?
Employment: By engaging with these and other issues you are shaping not only your own future, but that
of society more broadly. Crucially, also, you are making yourself more employable. Interdisciplinary
modules require, by their very nature, a number of the key skills the CBI identify as vital in graduate
employability, including 'the ability to use and assimilate knowledge ... research skills, complex problem-
solving skills and analysis.'
Enjoyment: There is no better way to mix with fellow students from different disciplines in and academic
environment. Learn new things, new ways of thinking and researching, share your own insights and
knowledge.
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4 What does Interdisciplinarity mean?
Although interdisciplinarity can be defined in theoretical terms, there is great variation in how individuals
interpret it and how it is formulated in practice. “Interdisciplinarity has been variously defined in this
century: as a methodology, a concept, a process, a way of thinking, a philosophy, and a reflexive
ideology… Interdisciplinarity is a means of solving problems and answering questions that cannot be
satisfactorily addressed using single methods or approaches” (Klein 1990: 196). At IATL we define
multidisciplinarity as the encounter with knowledge sets, methodologies and skills from more than one
established academic discipline. Interdisciplinarity combines this with reflection on the relationships
between the sets of knowledges, skills and methodologies explored, and transdiciplinarity begins the
process of synthesis between these elements as, driven by the study of a particular problem, normally
stable boundaries are transgressed. We do not always reach the transdisciplinary stage, but we always
seek to move in that direction.
On these modules you will, therefore, do the following:
• Develop conceptual links using a perspective in one discipline to modify a perspective in another;
• Recognize a new level of organization with its own processes in order to solve unsolved problems within
existing disciplines or problems that lie beyond the scope of any one discipline;
• Use research techniques developed in one discipline to elaborate a theoretical model in another;
• Modify and extend a theoretical framework from one domain to apply in another;
• Develop a new theoretical framework that may reconceptualize research in separate domains as it
attempts to integrate them;
• Address broad issues and/or complex questions spanning more than one disciplinary field.
(Bechtel 1986 46-7; Klein 1990 11).
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IATL STAFF CONTACT DETAILS
Professor Jonathan Heron Email: [email protected]
Director of IATL & Head of Department Tel: 024 761 50530
Jo Wale Email: [email protected]
Academic Manager & Deputy Director Tel: 024 765 75124
Caroline Gibson Email: [email protected]
Academic Manager & Deputy Director Tel: 024 761 50067
Dr Elena Riva Email: [email protected]
Associate Professor & Director of Studies Tel: 024 761 50531
Naomi de la Tour Email: [email protected]
Senior Teaching Fellow Tel: 024 765 73591
Dr Heather Meyer Email: [email protected]
Teaching Fellow Tel: 024 765 73564
Angela Ward Email: [email protected]
Interdisciplinary Modules Officer Tel: 024 765 22813
Tayyba Qayyum Email: [email protected]
Office Manager Tel: 024 761 73563
Greta Radzeviciute Email: [email protected]
Projects Officer
Bendik Andersen Email: [email protected]
Technology Officer Tel: 024 765 73592
Emma Barker Email: [email protected]
Journal and Conferences Manager Tel: 024 765 75125
Fiona O’Brien Email: [email protected]
Journal and Conferences Coordinator
IATL will use your @warwick email address for all correspondence.
WHERE ARE WE?
Second Floor, Senate House - General Office: Room SH2.01
*** Please note that access to the office will be limited, so contact staff via email
in the first instance ***
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5 SEMINAR TIMES and LOCATIONS 2020/21 AUTUMN TERM 2020
IL001/IL101 Forms of Identity
CATS 12 or 15
Assessment: - A
Thursdays 10.00 -12.00
Venue: R2.41 Ramphal Building
IL002/IL102 Navigating Psychopathology
CATS 12 or 15
Assessment: - A
Tuesdays 14.00-16.00 (ALSO available in Spring term)
Venue: R0.12, Ramphal Building
IL008/IL108 Reinventing Education
CATS 12 or 15
Assessment: -A
Mondays 10.00-12.00 (ALSO available in Spring term)
Venue: A0.03 Social Sciences Building
IL018 Censorship and Society
CATS 12 or 15
Assessment A
Wednesdays
Venue: A0.03 Social Sciences Building
IL020 Entrepreneurship: A Critical Perspective
CATS 12 or 15
Assessment: -A
Thursdays 14.00 -16.00
Venue: R2.41 Ramphal Building
IL028 Understanding Wellbeing
CATS 12 or 15
Assessment: A
TUesdays 10.00-12.00
Venue: R2.41 Ramphal Building
IL032 Change: Critical Understandings, Practices and Action
CATS 12 or 15
Assessment: A
Tuesdays 17.00-19.00
Venue: R0.12, Ramphal Building
IL033 Feminist Dissent: Theory, Practice and Resistance
CATS 12 or 15
Assessment: A
Mondays 12.00-14.00
Venue: R0.12, Ramphal Building
IL038/IL136 Public Engagement
CATS 12 or 15
Assessment: A
Wednesdays 10:00 – 12:00
Venue: A0.03 Social Sciences Building
SPRING TERM 2019
IL002 Navigating Psychopathology
CATS 12 or 15
Assessment: - A
Tuesdays 14.00-16.00 (ALSO available in Autumn term)
Venue: R0.12, Ramphal Building
IL005/IL105 Applied Imagination: Theory and Practice
CATS 12 or 15
Assessment: - A
Tuesdays 10:00 – 13:00
Venue:
IL008 Reinventing Education
CATS 12 or 15
Assessment: -A
Mondays 14.00-16.00 (ALSO available in Autumn term)
Venue:
IL014/IL114 Global Connections: Understanding Global
Literacy
CATS 12 or 15
Assessment: -A
Wednesdays 09.00 – 11.00
Venue: R0.12, Ramphal Building
IL023 Genetics, Science & Society
CATS 12 or 15
Assessment A
Fridays 10.00-12.00
Venue:
IL029 An Introduction to Design Thinking Theory and
Practice
CATS 12 or 15
Assessment A
Fridays 10.00 – 13:00
Venue:
IL031 Serious Tabletop Game Design and Development
CATS 12 or 15
Assessment A
Thursdays 14:00 – 16:00
Venue:
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Please check the module webpages to ensure that no changes have been made to times and teaching
locations.
To locate the teaching spaces for your module, please type the name or number of the room into this
webpage: http://www2.warwick.ac.uk/about/visiting/maps/interactive
Module Assessment types
A = 100% Assessed B = 100% Examined
C = 50% Assessed/50% Examined D=60% Examined/40% Assessed
6 Attendance
6.1 Absence from Seminar Policy
Attendance at small and large classes is a course requirement. If you cannot attend a seminar group
please let the module leader know in advance. If you have not been able to warn about your absence in
advance then you should let the module leader know why as soon as possible afterwards. Attendance at
each small group class will be recorded. If you miss classes often the module leader may ask you why; and
you may then be required to produce additional work. As an ultimate sanction there is a University
procedure for terminating your registration if you fail to do the work your home department expects of
you. (See Regulation 36 published as part of the University Calendar on the University website).
Please refer to your home department’s handbook for information on their attendance monitoring policy.
Please note also that the University is required to monitor attendance in line with immigration legislation
and regulatory requirements.
6.2 Reading Week
Many IATL modules do not have a reading week. Please check your module webpage to see if your
module does. If there is a reading week it will usually take place during week six of the autumn and spring
terms. It means that there are no lectures, seminars or tutorials that week. This is intended to allow you
to consolidate your work and prepare material for the second half of term.
Please check whether your tutor holds office hours during reading week.
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7 Assessment
There are a variety of forms of assessment on IATL modules. Please see your individual module webpages
for more details on how you will be assessed for the modules you have selected.
The deadlines for assessment can be found on module webpages.
Please note that in the event that you have submitted assessment worth more than 10% of the module,
we are required to follow University regulations which state that you must finish the module:
“Where departments permit students to register for more modules than required, and subsequently de-
register from some of those modules, students may not de-register from a module after a significant
proportion (more than 10%) of the assessment has been undertaken (Senate 93(d)/07-08; AQSC 124/14-
15))”
7.1 IATL Assessment Strategy
IATL is fully committed to the University’s Assessment Strategy and, in particular, to the University’s desire
to:
encourage your active engagement of students in your own learning;
provide assessments that are accessible and inclusive (regardless of which faculty you are from
and the focus of the interdisciplinary module);
IATL uses a number of different method of assessments. The list below is not exhaustive and, indeed, our
strategy is to create and develop new methods of assessment to test your understanding and to suit the
learning outcomes of the module:
1) Assessed essays provide you with an opportunity to display a command of analysis and research, and
an ability to collect and organise evidence.
2) Oral presentations test your ability to synthesise visual images and theoretical material and to
communicate these clearly, and to stimulate discussion.
3) Examinations test your understanding of issues and coverage of the syllabus, as well as your ability
to write concisely.
4) Reflective Journals provide you with an opportunity to reflect upon your learning experience and to
engage critically and analytically with your journey. The reflective journals test your ability to be
analytical rather than descriptive, selective rather than comprehensive, and to support your personal
reflections by using evidence and references to wider reading.
5) Blogs enhance your engagement in participative and collaborative learning. In addition, blogs
facilitate your learning towards key assessable learning outcomes, including academic literacy and
digital literacy skills.
6) Student-devised Assessments/Practical Projects offer an opportunity for you to work in
collaboration with your tutor and to create a piece of work that offers a solution to a controversial
topic or question that has interested you during the module. You are encouraged to undertake your
own research utilising methodologies presented during the module.
7) Peer Assessment engages you in providing feedback to your peers and is a powerful technique for
facilitating better understanding of the assessment criteria, transferring a degree of ownership of the
assessment process, and increasing motivation. It encourages you to learn more deeply and gain an
insight into your own approach in comparison to your peers, and aids your development of self-
awareness, judgement, and critical thinking skills.
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7.2 Examinations
There is no set examination period. Examination dates vary from module to module. Some IATL modules
taught only in the autumn term, for example, may have their examination at the end of that term. If this
is the case then you will be informed by the module tutor during the first class. Most examinations will
be invigilated unseen papers; however a few modules opt for a seen paper. Details of these will be given
to you by the tutor. Seen exam papers will be available 21 days before the examination. Papers will be
distributed by module leaders.
Rubrics for examinations will be supplied by module leaders. Please note: You will be penalised up to 20
marks from your overall exam mark if it is evident that you are in violation of the rubric of the exam paper.
For details of Materials Allowed in Examinations, please refer to the Regulation A, which can be found in
the University's Senate Examination and Degree Conventions.
Past examination papers are available on the University's past papers page.
7.3 Examination Feedback
IATL does not return examination scripts to students. However, generic exam feedback will be provided.
7.4 Essays
You will be very likely to be required to write essays on IATL modules. Most essays will be assessed (or
summative) pieces of work, with marks counting towards your final grade. Essays are important as they
help you to develop your skills and improve your performance. Advice on writing essays can be obtained
via the Academic Writing Programme where workshops, mentoring and an online course are on offer to
Undergraduate students. (http://www2.warwick.ac.uk/services/scs/skills/awp/).
7.5 Style and Presentation Guidelines
Essays can be written in the style that your Department favours. English and Comparative Literary Studies
use, for example, either MLA (Modern Languages Association) conventions or the MHRA (Modern
Humanities Research Association) referencing conventions whilst Life Sciences, for instance, employ the
Vancouver style of referencing. Be self-consistent and use the same system throughout the piece of work
being submitted. The Library provides some guidance on referencing: warwick.ac.uk/refwise
Handwritten assignments cannot be accepted. Computers for students' use are available in the work
areas in the Library and the Learning Grid. You are required to keep a back-up of your work and an
electronic copy of any assignments you submit to the department. In the event of computer problems,
please contact the IT Services Helpdesk on ext. 73737.
Please Note: Computer problems are not an acceptable reason for non/late submission of assessed work.
Extra-Curricular commitments are not valid reasons for requesting an extension to an assessed essay
deadline.
You should observe the following presentation guidelines for all essays:
Line spacing should be 1.5 or double,
Use 12-point type, a clear font and wide margins for tutor comments
Your Student ID number should be included in the header or footer on each page of your essay.
YOUR NAME SHOULD NOT APPEAR ON THE PAGES OF THE ESSAY.
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7.6 Bibliography, Footnotes and Endnotes
All assessed essays and dissertations should have a bibliography of works consulted and cited. There
should be correct and full referencing of sources either as in-text citation, as footnotes or as endnotes.
The purpose of these references is:
To document direct quotation
To credit ideas taken from a primary or secondary source (including single words, phrases and
paraphrases)
To give your reader sufficient information to track your quotation back to its source and to locate
its full text.
You may use the referencing style of your home department but bear in mind that the key essentials of
all citations are: clarity, brevity, consistency and completeness.
7.7 Portfolios
A portfolio is a series of shorter pieces of work written for assessment. In terms of submission and marking
they are treated in exactly the same way as essays (see above).
7.8 Reflective Journals
What is a reflective journal?
A reflective journal is an account of your work in progress, but more essentially an opportunity for
reflection on the learning experience. It should provide you with a means of engaging critically and
analytically with the journey made in planning and the delivery of the final assessed workshop. For
example, did you experience something in one of the seminars and then try it out?
What does a reflective journal look like?
There is no right or wrong way of presenting your journal, as this should take account of personal
experience, preferred learning style and your independent research focus. Some journals are electronic
(more like video or written blogs), and some take a diary form with visual and written material cut and
pasted (literally) into 'scrapbooks'.
You should however:
Write in the first person.
Be mindful that this journal is a public document and therefore it is important to consider the
reader as you write. They were not with you on this learning journey so some context is
important.
Content is more important than presentation.
Process and immediacy are the key words.
Your journal will be enhanced by evidence of:
Progression through a learning journey.
Evaluation of new approaches experienced in the period of independent study.
Teasing out assumptions underpinning practice
Critical evaluation of your own practice.
Analysis of key or 'critical' moments from independent study, whether positive or negative, and
what was learnt from them.
Sensitivity to relationships with other members of the group.
Taking a position and making an argument from your learning experience.
Relevant reading.
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New understandings made from: reading, planning and or delivery, collaborative activities, the
exam, the viva, and the questioning of previous assumptions.
How will your reflective journal be assessed?
Ask yourself is there evidence of:
Effective organisation and presentation of material and or evidence.
Academic reading used in a relevant way to inform, support and or shape your reflections.
Critical engagement with, rather than description of, the creation of your piece, or of the term's
work; your own process; and the process of others.
Evaluation of the limitations/potential of the work undertaken.
Immediacy – did you reflect every time you met for discussions/rehearsals; or after each seminar?
The 20-point scale criteria will broadly apply. Please see below.
A very good journal will be analytical rather than descriptive; selective rather than comprehensive; based
in evidence and references to wider reading; critical and cautious in the claims made; personal but not
rhetorical.
7.9 Word Limits
The permitted word limit for your assessments includes quotations and excludes footnotes, endnotes and
the bibliography. Tutors will allow a discretionary 10% extension of the word length, however, they will
not take into account anything which is written after the 10% extension. This could have severe
repercussions on your mark, as your concluding paragraphs will not be read, so please make sure that
your work does not exceed the maximum word length allowed. If your work does exceed the maximum
word length allowed, the following penalties will be applied:
10-15% over - 5 points will be deducted from the mark for the essay
15-50% over - 10 points will be deducted from the mark for the essay
More than 50% over - 20 points will be deducted from the mark for the essay
Please note that if your work is significantly under the required length it is unlikely to meet
the rubric for the assignment which is likely to have a consequential negative impact upon
the mark awarded.
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8 Submission
Assessments must be submitted electronically via the Tabula Coursework Management system in .doc,
.docx or pdf format by the stipulated deadline. Submission of a hard copy of your essay is not required.
Please ensure that you attach the IATL cover sheet to your assessment when you submit. This can be
found on the IATL website and is also provided in Appendix A of this handbook for reference purposes
(http://www2.warwick.ac.uk/fac/cross_fac/iatl/activities/modules/ugmodules)
Please also ensure that your student number is in the header of your assignment but not your name. This
is to ensure anonymity.
For some assessments (such as a reflective journal or a student devised project) a hard copy may be
submitted where an electronic copy is not appropriate or feasible. Hard-copy submissions must be made
by 12 noon to the IATL offices (SH2.01 Senate House). A cover sheet must be attached, which is available
both online and from the IATL offices. In addition, an electronic copy of the cover sheet must be submitted
to Tabula stating that a hard copy of the assignment has been submitted to the IATL office.). This is to
prevent Tabula inadvertently awarding penalties for late submission.
(http://www2.warwick.ac.uk/fac/cross_fac/iatl/activities/modules/ugmodules)
9 Extensions
Students are expected to plan their schedules allowing for the possibilities of minor disruptions in the
writing period. Extensions for summative assessed work may only be granted for serious medical issues,
or for severely difficult personal circumstances. Computer failure is not a valid reason for an extension
and students are encouraged to back up their work regularly, and on an external or virtual device.
All extension requests need to be supported by medical, counselling, or other appropriate evidence.
Requests for extensions must be applied for via Tabula: https://tabula.warwick.ac.uk/coursework/.
Extensions are only granted if applied for in advance of the deadline.
5 PERCENTAGE POINTS (EXCLUDING WEEKENDS, PUBLIC HOLIDAYS AND UNIVERSITY CLOSURE DAYS)
WILL BE DEDUCTED FROM LATE ASSESSMENTS WHERE AN EXTENSION HAS NOT BEEN GRANTED. For
example, a late piece of work that would have scored 65% had it been handed in on time would be
awarded 60 if it were one day late, 55 if two days late etc.
10 Return of Assessed work
The department aims to return feedback and provisional marks to students four weeks or 20 working
days after submission. The department has in place a comprehensive process for marking and moderating
(both internally and externally) work submitted for assessment.
We will not normally return copies of assessed work to you. It is therefore essential that you keep your
own copy for future reference.
All marks are provisional until they are approved by the IATL Board of Examiners, which meets in June,
and may be subject to change.
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11 IATL Feedback Strategy
IATL is fully committed to the University’s Feedback Strategy and Good Practice, recognising that feedback
is a crucial tool for ‘providing the appropriate support for students to fulfil their potential while at
Warwick, as this forms an essential component of the learning experience.’
There is considerable variety in the ways in which the outcomes and implications of performance in
assessments can be communicated to you:
Written feedback (i.e. assessment’s cover sheets, notes on the text of the essays/exam/project sheet, notes on Tabula, emailed feedback)
Oral feedback (i.e. comments in seminars, discussions with tutors to help you develop your knowledge and skills, feedback captured with recording device, etc.)
Visual feedback (i.e. video recording)
Peer-feedback
Self-generated feedback
It is important to note that verbal, email, audio, peer and self-generated feedback are as important as
written comments on your essays/exams/projects.
You will be informed at the start of their course: • How your work will be assessed • How assessment results will be communicated • What format of ongoing feedback and final assessment feedback you may expect • The extent of assessment feedback you may expect (which may take the form of a word-limit
range, and may vary for different types of assessment) • An agreed timeframe for the submission of assessed work and the provision of feedback, both
throughout the academic year, and in individual instances • Details of the assessment criteria and learning outcomes for the module/course and information
on whether and how assessment feedback will be related to these criteria and outcomes • Whether you will be expected to reflect on your own performance either informally, for example,
in the context of personal development planning, or formally, through jointly planned and executed assignments or presentations
• That your first mark for summative assessments is provisional until its verification by the second marker and by the Board of Examiners
Completing the cycle of learning, assessment and assessment feedback is important in the creation of an
integrated student academic experience. Assessment feedback should identify further actions to be
taken by you to develop your knowledge and learning abilities, such as improving your revision skills,
undertaking more in-depth reading on a particular topic, or developing a certain practice or skill (i.e.
communication skill). The feedback process will also provide an opportunity for you to work towards a
set of goals, with the aim of improving your learning and personal skills and your performance in the next
round of assessment.
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12 Briefing Note for Students on the 20 Point Marking Scale
Your work will be marked using the University's 20 point marking scale.
This scale has 20 mark (or grade) points on it; each of which falls into one of the five classes of
performance which correspond to the overall degree classification. The University uses these classes of
performance for all of its undergraduate modules:
70-100 First Class
60-69 Second Class, Upper Division (also referred to as "Upper Second" or "2.1")
50-59 Second Class, Lower Division (also referred to as "Lower Second" or "2.2")
40-49 Third Class
0-39 Fail
The University has generic descriptors for work which is given a mark that falls within the range(s) of
marks in each to the class. So, there is a description for work in the Upper Second class range, another for
work in the Lower Second class range etc. The mark which each piece of your work will be given is
dependent upon the extent to which the work satisfies the elements in the generic descriptors.
For the purposes of the 20 point mark scale, each of the five classes is further subdivided into the positions
shown in the table below (high 2.1, mid 2.1 etc). One of the 20 mark points is assigned to each of the
subdivisions. The person marking your work will consider your work alongside the generic criteria to
decide which class of performance the work falls into. The marker will then determine the extent to which
your work meets the criteria in order to arrive at a judgment about the position (high, mid, low) within
the class. The work will be awarded the mark assigned to the relevant position in the class.
If a module has more than one "unit" (or piece) of assessment, (e.g. the assessment comprises two
assessed essays), the mark for each unit is determined using the 20 point mark scale and then the marks
are averaged, taking account of the units" respective weightings, in order to produce the module result.
This is expressed as a percentage (and therefore may be any number up to 100 and so is not limited to
one of the 20 marks on the scale). The information below shows each class of degree (including the
subdivisions) and the marks assigned to each position in the class on the 20 point mark scale, alongside
the University's generic descriptors for work in the class.
Class Scale Mark Descriptor
First
Excellent 1st
100
Work of original and exceptional quality which in the
examiners’ judgement merits special recognition by the
award of the highest possible mark.
94
Exceptional work of the highest quality, demonstrating
excellent knowledge and understanding, analysis,
organisation, accuracy, relevance, presentation and
appropriate skills. At final-year level: work may achieve or be
close to publishable standard.
High 1st 88
Very high quality work demonstrating excellent knowledge
and understanding, analysis, organisation, accuracy,
relevance, presentation and appropriate skills. Work which
may extend existing debates or interpretations.
Upper Mid 1st 82
Lower Mid 1st 78
Low 1st 74
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Upper Second
(2.1)
High 2.1 68 High quality work demonstrating good knowledge and
understanding, analysis, organisation, accuracy, relevance,
presentation and appropriate skills.
Mid 2.1 65
Low 2.1 62
Lower Second (2.2)
High 2.2 58 Competent work, demonstrating reasonable knowledge and
understanding, some analysis, organisation, accuracy,
relevance, presentation and appropriate skills.
Mid 2.2 55
Low 2.2 52
Third
High 3rd 48
Work of limited quality, demonstrating some relevant
knowledge and understanding. Mid 3rd 45
Low 3rd 42
Fail
High Fail (sub Honours)
38
Work does not meet standards required for the appropriate
stage of an Honours degree. Evidence of study and
demonstrates some knowledge and some basic
understanding of relevant concepts and techniques, but
subject to significant omissions and errors.
Fail
32
Work is significantly below the standard required for the
appropriate stage of an Honours degree. Some evidence of
study and some knowledge and evidence of understanding
but subject to very serious omissions and errors.
25 Poor quality work well below the standards required for the
appropriate stage of an Honours degree. Low Fail 12
Zero Zero 0 Work of no merit OR Absent, work not submitted, penalty in
some misconduct cases
13 CATS Points
These work the same way in IATL as anywhere else and are directly credited to your degree.
14 Mitigating Circumstances
Extenuating or mitigating circumstances are those events which have had a detrimental effect on your
study, to the point that it is in your interest to draw your department’s attention to them and ask for
them to be considered in mitigation of poor performance. Such circumstances include (but are not
limited to) illness, both bodily and emotional; the severe illness or death of a close family member; a
shocking or traumatic personal experience. In addition, sudden, unexpected changes in family
circumstances might affect your ability to make academic progress as a consequence of their
demonstrable emotional impact upon you, and may also be considered as mitigation.
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In order for your circumstances to be considered as mitigating by your home department, they must be
conveyed to home department. The University expects that you will alert your home department to your
circumstances before Exam Boards meet, so that they may be taken into account in good time.
If you have mitigating circumstances that you wish to declare, submit them through your personal
Tabula page https://tabula.warwick.ac.uk/profiles/view/me/personalcircs
Full instructions and a video walk through showing how to declare a mitigating circumstance on
Tabula can be viewed at:
https://warwick.ac.uk/services/its/servicessupport/web/tabula/manual/cm2/mit-circs/declare
15 Cheating
It is critical that every piece of work that you submit is your own work. Cheating in a University test, which
includes assessed essays and dissertations, is not tolerated by either the University or IATL. If you do
cheat, your work may be awarded a mark of 0%. Cheating can be defined in a number of ways: the
University's regulations provide the following definition: 'In these regulations 'cheating' means an
attempt to benefit oneself, or another, by deceit or fraud. This shall include deliberately reproducing the
work of another person or persons without proper acknowledgment.' Regulation 11, University Calendar.
When you submit an assessed essay you must sign the following declaration on the cover sheet: "I am
aware of the Department's notes on plagiarism and of Regulation 11B in the University Calendar
concerning cheating in a University test. The attached work submitted for a University test is my own." If
it is subsequently found that the work is not your own or that you have not accurately acknowledged any
sources, you risk being awarded a mark of 0%.
For further information on the procedure followed in the event that a student is suspected of cheating in
an examination or plagiarising an assignment, please see Regulation 11 in the University Calendar (link
provided in section 19).
16 Plagiarism
What is it?
It is a form of cheating. It is the use of another person's work without acknowledgement. It may include
direct transcriptions of text or the presentation of ideas from a source as your own. You must always
acknowledge your sources, making appropriate use of citation and bibliographies.
Quotations must always be acknowledged with a specific page reference every time they occur.
Direct quotations must be placed in quotation marks.
An idea taken from a secondary source must be given a detailed reference.
It is not acceptable to just cite a source in the bibliography; if you are using quotations or ideas from a
specific source you must cite the reference accurately.
What could happen?
If a tutor suspects plagiarism they will notify the Head of Department. Having examined the work, the
Director of IATL may impose a mark of 0%. If this happens, it can have serious consequences for your
work: most essays count for 50% of your module mark. If you are a second-year or third-year student
your case may be considered by a Senate Disciplinary Committee. If plagiarism is detected in one essay,
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all other essays may be re-examined for evidence of plagiarism. The University has a range of plagiarism
software that can be used to do this.
How to avoid it
Very few students are deliberately dishonest, but poor scholarly practice can lead them to commit
plagiarism. You should always provide appropriate references. Whilst it is important to engage with other
people's ideas, you must credit their work. Sources that need citing include on-line sources. If you consult
the internet you need to provide the URL and state the date on which you accessed it.
Advice on good scholarly practice can be found in most books on academic writing. Alternatively, consult
the University’s plagiarism tutorial on Moodle: Avoiding Plagiarism
17 Health and Safety Policy
The Institute for Advanced Teaching and Learning (IATL) takes seriously its provision for the safety and
welfare of its students.
17.1 Fire Evacuation
In the case of a fire alarm, you are expected to leave the building quickly and quietly. Failure to evacuate
the building during a fire alarm may lead to disciplinary action.
If you have a disability that may impede your evacuation from the building you can request that IATL's
Health and Safety Officer prepares a personalised evacuation plan for you.
In the event of fire, raise the alarm as quickly as possible and move to safety.
17.2 First Aid
In the case of an accident or injury in Senate House please contact IATL's first aider, Tayyba Qayyum, who
is based in IATL General Office, SH2.01, ext. 73563.
17.3 Security
If you cannot find any of the fire officers or first aider, you should contact Security on ext. 22222.
Further details of the University's Health and Safety Policy can be found on the Health, Safety & Well-
being website.
18 Sexual and Racial Harassment
The University considers sexual or racial harassment to be totally unacceptable and offers support to staff
and students subjected to it. The University is also prepared to take disciplinary action against offenders.
Sexual harassment may be defined as verbal or physical contact of a sexual nature which the perpetrator
knows, or should have known, was offensive to the victim. Such conduct may encompass displays of
sexually suggestive pictures, unwanted demands for sex and unwanted physical contact.
Racial harassment may be defined as behaviour that is offensive or intimidating to the recipient and would
be regarded as racial harassment by any reasonable person. Such conduct may range from racist jokes
and insults to physical threats. Confidential advice is available from the Head of the Department, the
Director of Studies, the Student Counselling Service, or the Advice and Welfare Services Officer in the
Student Union. A leaflet, Sexual and Racial Harassment – Guidelines for Students, is available from the
Senior Tutor's Office, University House.
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19 Equality
The University of Warwick strives to treat both employees and students with respect and dignity, to treat
them fairly with regards to all assessments, choices and procedures, and to give them encouragement to
reach their full potential. Therefore, the University strives to treat all its members on the basis of merit
and ability alone and aims to eliminate unjustifiable discrimination on the grounds of gender, race,
nationality, ethnic or national origin, political beliefs, religious beliefs or practices, disability, marital
status, family circumstances, sexual orientation, spent criminal convictions, age or any other
inappropriate ground.
20 Other Policies and Regulations
Our Values
Student Community
Student Feedback and Complaints
Study Hours Statement
Policy on Recording Lectures by Students
Smoking Policy
Data Protection Policy
University Calendar
Information on Examinations
Regulation 10: Examination Regulations
Regulation 11: Procedure to be Adopted in the Event of Suspected Cheating in a University Test
Regulation 23: Student Disciplinary Offences
Regulation 31: Regulations governing the use of University Computing Facilities
Regulation 36: Regulations Governing Student Registration, Attendance and Progress
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Appendix 1 ASSESSED WORK COVER SHEET
Students should be aware that in accordance with departmental regulations they are required to retain electronic copies of all pieces of submitted assessed work until after the finals exam board of their degree. Online university
storage is available for this, and can be accessed at www.files.warwick.ac.uk.
Student ID Number: Year of Study: Module Name & Code: CATS (please select):
Module Tutor(s):
Word Count: Assignment Title: In completing details on this cover sheet and submitting the assignment, you are doing so on the basis that this assignment is all your own work and that you have not copied, borrowed or failed to acknowledge anyone else’s work. Please ‘X’ this box if you agree to this statement.
Failure to do your assessed work by the specified deadline will mean that your submission is LATE. Please remember that you MUST print out the electronic receipt you will receive for your online essay submission, and keep for reference.
7.5 CATS 12 CATS 15 CATS
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Appendix 2
MARKSHEET AND FEEDBACK FORM
First Marker: Second Marker: Final Agreed Mark: Feedback1:
1 Please note that some markers may leave their feedback on Tabula rather than on the cover sheet.
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Appendix 3
IATL Research Ethics Sub-Committee
How to apply/What to submit/Review Process
While the majority of research completed in the Institute does not need ethical approval, occasionally
research does require the involvement of human participants, through methods such as surveys,
interviews and focus groups, to collect pertinent information from different groups of people. In order to
streamline processes and reduce the need to refer all applications to HSSREC, HSSREC has granted the
Institute the right to set up a sub-committee to consider such applications for research undertaken by
Undergraduate, Postgraduate Taught, or Postgraduate Research Students. Staff research must be
approved by HSSREC.
Who to apply to for REC approval
In line with University Regulation, REC approval is required for all research at the Institute that involves
human participants and their data. The overview below sets out which REC needs to be approached,
depending on the nature and scope of the research:
Institute for Advanced Teaching and Learning (IATL) REC sub-committee:
If the project is low risk, i.e. it involves adult participants who can provide informed consent. Projects
involving the collection of personal data need to ensure that they comply with the Data Protection Act
and follow University of Warwick procedures for the secure storage of these data.
HSSREC: Any applications which fall into the following categories will be referred directly to
HSSREC:
1. The project involves vulnerable people, e.g. children and young people, those with a learning
disability or cognitive impairment, or individuals in a dependent or unequal relationship
2. If the project involves sensitive topics or potentially offensive material (e.g. sexual behaviour,
participants’ illegal or political behaviour, their experience of violence, their abuse or exploitation,
their mental health, or their gender or ethnic status)
3. If the research poses significant risk to the researcher or the participant (e.g. involving one-to-one
interviews without other people in the nearby vicinity)
4. Research which will be conducted overseas in a country deemed to be high-risk.
In cases where the student is jointly supervised with another Institution, if ethical approval has been
granted by another institution’s ethics committee it should not be necessary to submit the study for
approval at the University of Warwick. However, we will request copies of the approval granted before
the research commences.
How to apply for ethical approval
• The application process starts as soon as the research project has been identified.
• The application will be submitted by the student in consultation with their supervisor/ module
convenor.
• Research ethics applications of undergraduate students, postgraduate taught or research students will
be reviewed by the IATL Ethics Officer.
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• Students and Supervisors/Module Convenors are advised to read the Guidelines of HSSREC before
completing the application form.
• Students should also complete the online Epigeum training before beginning their research.
What to submit to the sub-committee
The documents to be submitted are the same as those required for HSSREC approval:
Application form (asking for general information, project details, information about participants,
data, publications, further information and signatures of both student and supervisor)
Participant information sheet (including details about the complaints procedure and the
University of Warwick’s minimum of 10-year data retention policy)
Consent form
Copies of any relevant authorisations
Recruitment material (posters, copy of letters or emails to recruit participants, etc.)
NB: If research is to be conducted overseas, a copy of the Information sheet and Consent form
should also be submitted in the research participants’ first language.
All the required forms can be found at https://warwick.ac.uk/fac/cross_fac/iatl/study/ethics/
Further information and guidelines, can be accessed on the HSSREC webpage.
How to submit documents
Applications to the sub-committee should be sent to via email to [email protected], specifying
in the Subject of your email that it is a submission for Ethical approval.
The Institute administrator will forward them to the sub-committee members and keep copies of the
applications on the Institute shared drive.
Review process
The members of the sub-committee will discuss the application and decide as follows, usually within a 2
week period:
Approved – no amendment
Conditionally Approved – minor amendments required
Resubmit – needs to be resubmitted with substantial amendments
Rejected – ethically unsound.
Referred to HSSREC (cases deemed to carry a high risk to either the student and/or participants)
The applicant will be informed by the Institute administrator about the decision via email.
Applicants have a right to appeal the Committee’s decision to reject an application. The appeal process is
carried out by the Humanities & Social Sciences Research Ethics Committee (HSSREC).
Changes to research projects after approval has been given
The Sub-committee’s approval must be sought for any substantial change made to a project. If you are in
any doubt about whether the change you are making is sufficiently substantial to require further ethics
committee review please contact the Director of Research in the first instance.
Examples of substantial changes that would require the Committee’s approval include those relating to:
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recruitment strategies
rewording of any documentation including letters or information sheets
The Committee and Chair’s action
Composition of Sub-Committee:
IATL Ethics Officer and Director of Studies
Two IATL Module Convenors
Two IATL Teaching Fellows
All committee members will have completed the relevant training prior to any reviews being
conducted.
Chair’s Action may be taken (with the advice of other Committee members if appropriate) to:
determine whether or not an application falls within the remit of the Committee;
confirm the approval of conditionally-approved protocols when the conditions have been met;
approve protocol amendments which are typographical corrections, minor redrafting or
administrative points;
note correspondence received for information only.
Accountability
The IATL sub-committee is accountable to HSSREC, which is itself accountable to the University's Research
Governance and Ethics Committee and is required to report regularly to the University through this
Committee. The sub-committee will provide internal reports to HSSREC to feed into HSSREC’s own
reporting requirements, as required by HSSREC.
A log of all applications will be kept, including the following headings:
Student name and number
Level of study
Title of research project
Supervisor/Module Convenor
Application outcome (e.g. amendments required, approved – no amendments, etc.)
Date approval granted
All paperwork for REC applications will be saved in an electronic directory, accessible to the committee
members and the administration team.
Links to the IATL Research Form, Participant information and the Consent Form can all be found at:
https://warwick.ac.uk/fac/cross_fac/iatl/study/ethics/